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2. An Updated Weighting Strategy for the Monitoring the Future Panel Study. Monitoring the Future Occasional Paper No. 98. Updated
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University of Michigan, Institute for Social Research, Patrick, Megan E., Terry-McElrath, Yvonne M., Berglund, Patricia, Pang, Yuk C., Heeringa, Steven G., and Si, Yajuan
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The Monitoring the Future (MTF) study monitors historical and developmental changes in substance use prevalence among key subgroups of the general U.S. adolescent and adult population. The current study first devised and evaluated a cohort-specific pooled analysis weighing procedure for the MTF panel study that weighted back to the initial 12th grade samples. Following this, the cohort-specific weights were updated to age-specific weights in order to provide increased flexibility for a wide range of model specifications and to avoid the need to re-calculate a first half-sample respondent's final weight at a particular wave after the full cohort had completed that wave. The cohort-specific pooled analysis weights appear to result in an overall improvement in the degree to which the sociodemographic distributions of the initial 12th grade samples are retained, as well as likely producing slightly improved substance use estimates due to accounting for historical variation in panel sample selection and attrition over time. The updated age-specific pooled analysis weights continued to provide the benefits associated with the cohort-specific weights, but also brought increased flexibility for modeling both cohort- and age-specific research questions, and allowed all respondents' weights at each specific age to remain fixed across time.
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- 2023
3. 2023-2024 Florida Adult Education Assessment Technical Assistance Paper
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Florida Department of Education, Division of Career and Adult Education and Kevin O’Farrell
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This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assistance paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included. The following important information for adult education programs is provided: (1) Definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, EFL, and/or program completion; (5) Accommodation for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and (7) Training for all staff who administer the standardized assessments.
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- 2023
4. Florida Career and Professional Education Act: Technical Assistance Paper. Updated
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Florida Department of Education, Division of Career and Adult Education
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The purpose of this technical assistance paper is to assist education leaders and administrators in the consistent implementation of the Florida Career and Professional Education (CAPE) Act in Section 1003.491, Florida Statutes (F.S.). This technical assistance paper addresses questions on the legislation, funding, and data reporting.
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- 2021
5. Past Informing the Future. 'No Frills' Discussion Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Waugh, Joanne
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The past informs the future. It achieves this in two ways: first, by providing the context in which decisions are made, and, second, by delivering the various experiences that enable discovery of what does and does not work. As the Australian vocational education and training (VET) system has evolved, the institutional structures and frameworks that are now in place may determine the direction of its next turn, while the willingness to learn from past experiences will dictate whether it will turn at all. 'The past informing the future' is the theme for the 2021 'No Frills' Conference -- a conference to be held online, because if anything has been learned from 2020, it is that the freedom to travel is no longer guaranteed. This 'No Frills' discussion paper reflects on some key developments in VET's past and how they have shaped the sector's approach to enduring issues such as VET's purpose, national harmonisation, and quality.
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- 2021
6. Tracking College-to-Career Pathways for Illinois Foster Youth. Thought Papers Series. Vol. 1, Issue 2
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University of Illinois at Urbana-Champaign, Office of Community College Research and Leadership (OCCRL) and Brown, Chequita S.
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In Illinois, there are more than 21,000 children and youth in foster care. Approximately 26% of these individuals are 13 and older (Illinois Department of Children & Family Services [IDCFS] 2021). Although career and technical education (CTE) programs are offered at both secondary and postsecondary educational levels, little to no data about current and former foster youths' CTE program matriculation and attainment is available. Considering that foster youth are identified as a disadvantaged population under Perkins V, it is imperative to address the need for: (1) an increased awareness of and access to CTE programs among foster youth; and (2) systematic tracking of Illinois foster youths' enrollment, retention, and graduation from CTE programs at the postsecondary educational level. This brief highlights two sections within the Perkins V Act: Section 7, Definitions, which recognizes current and former foster youth as a special population; and Section 112, Accountability, which provides an overview of the state and local reporting requirements relative to CTE program outcomes for identified special populations. The brief then provides recommendations to improve statewide tracking of foster youths' postsecondary educational attempts and attainment in Illinois CTE programs.
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- 2021
7. Review and Renewal of Qualifications: Towards Methodologies for Analysing and Comparing Learning Outcomes. Cedefop Research Paper. No 82
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Cedefop - European Centre for the Development of Vocational Training
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The feedback between vocational education and training (VET) and the labour market can provide important input for the review and renewal of qualifications. A feedback loop that is based on learning outcomes helps provide deeper insights into what is required on the labour market, what is offered in training provisions and assessed at the end of a learning programme. The aim of this study is to contribute to strengthening the quality and relevance of qualifications and completing the feedback loop between education and the labour market. It examines methods of collecting data on the match/mismatch between qualifications and labour market requirements, including analysis of how achieved learning outcomes are applied and perceived in the labour market (for example methods of collecting the experience of employers with holders of these qualifications). This report addresses the following two questions: (1) which data already exist in the countries, providing insight into the relevance of qualifications to employees, employers and other labour market stakeholders?; and (2) how can survey methodology be designed to systematically capture the experiences and appreciations of employers as regards the content and profile of qualifications? To what extent, based on limited testing, can scalability of the methodology be achieved?
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- 2021
8. Understanding the Student Parent Experience: The Need for Improved Data Collection on Parent Status in Higher Education. Briefing Paper #C485
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Institute for Women's Policy Research (IWPR), Gault, Barbara, Holtzman, Tessa, and Reichlin Cruse, Lindsey
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College students who are parents or caregivers of dependent children make up more than one in five U.S. undergraduates. Colleges need basic information about the experiences and outcomes of the student parents they serve, since these students face distinct challenges, including high rates of economic insecurity and significant time and caregiving demands that can affect their educational outcomes (Institute for Women's Policy Research and Ascend at the Aspen Institute 2019). This briefing paper discusses why data on student parents are critical to increasing equity in college outcomes, and reviews existing and potential new data sources on undergraduate college students with children. It also provides recommendations for improving data collection efforts around parent status, including examples of how these data can be collected by institutions of higher education.
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- 2020
9. How Should Massachusetts Reopen Its K-12 Schools in the Fall? Lessons from Abroad and Other States. White Paper No. 211
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Pioneer Institute for Public Policy Research, von Schroeter, Max, Weiss, Nina, and O'Rourke, Thomas
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Individual teachers, administrators, and parents made tremendous efforts to continue educating the Commonwealth's children between March and June of this year. But no amount of dedicated individual effort could have overcome fundamental challenges: weak guidance to districts from the Department of Elementary and Secondary Education (DESE) against a backdrop of deficient knowledge and sophistication statewide with regard to virtual learning. Digital education has been empirically proven to be most successful when schools prepare and follow best distance learning practices. However, the Commonwealth lacks even the minimum technological infrastructure for virtual learning, as exemplified by districts scrambling to obtain electronic devices and internet connections during the school closure. It is encouraging that Governor Baker and the DESE have described a fall 2020 return to brick-and-mortar schooling--with appropriate health measures to maximize safety--as a significant priority. The present challenge is how to implement this much-needed return to school, optimally balancing the importance of in-person schooling with the countervailing importance of protecting against the virus. The following paper contributes important insights, based upon careful review of other countries that have already successfully reopened their schools. [Foreword written by David S. Clancy and Dr. John G. Flores.]
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- 2020
10. Evidence on the Dimensionality and Reliability of Professional References' Ratings of Teacher Applicants. Working Paper No. 237-0620
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Goldhaber, Dan, Grout, Cyrus, Wolf, Malcom, and Martinkova, Patricia
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There is growing interest in using measures of teacher applicant quality to improve hiring decisions, but the statistical properties of such measures are poorly understood. We present evidence on structured ratings solicited from teacher applicants' references. We find that the reference ratings capture only one underlying dimension of applicant quality, which may indicate a need to broaden the range of questions posed to professional references. Point estimates of inter-rater reliability range between 0.23 and 0.31 and are significantly lower for novice applicants. It is difficult to judge whether these levels of reliability are high or low in the current context given so little evidence on comparable applicant assessment tools.
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- 2020
11. Responsible Operations: Data Science, Machine Learning, and AI in Libraries. OCLC Research Position Paper
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OCLC Research and Padilla, Thomas
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Responsible Operations is intended to help chart library community engagement with data science, machine learning, and artificial intelligence (AI) and was developed in partnership with an advisory group and a landscape group comprised of more than 70 librarians and professionals from universities, libraries, museums, archives, and other organizations. This research agenda presents an interdependent set of technical, organizational, and social challenges to be addressed en route to library operationalization of data science, machine learning, and AI. Challenges are organized across seven areas of investigation: (1) Committing to Responsible Operations; (2) Description and Discovery; (3) Shared Methods and Data; (4) Machine-Actionable Collections; (5) Workforce Development; (6) Data Science Services; (7) Sustaining Interprofessional and Interdisciplinary Collaboration. Organizations can use Responsible Operations to make a case for addressing challenges, and the recommendations provide an excellent starting place for discussion and action.
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- 2019
12. Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 2
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Association for Educational Communications and Technology, Simonson, Michael, and Seepersaud, Deborah
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For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]
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- 2019
13. Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3
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Global Partnership for Education (GPE)
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This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]
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- 2018
14. Paper Versus Digital Data Collection Methods for Road Safety Observations: Comparative Efficiency Analysis of Cost, Timeliness, Reliability, and Results.
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Taber N, Mehmood A, Vedagiri P, Gupta S, Pinto R, and Bachani AM
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- Efficiency, Humans, Prevalence, Risk Factors, Surveys and Questionnaires, Telemedicine, Accidents, Traffic trends, Data Collection standards, Information Technology standards, Paper standards
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Background: Roadside observational studies play a fundamental role in designing evidence-informed strategies to address the pressing global health problem of road traffic injuries. Paper-based data collection has been the standard method for such studies, although digital methods are gaining popularity in all types of primary data collection., Objective: This study aims to understand the reliability, productivity, and efficiency of paper vs digital data collection based on three different road user behaviors: helmet use, seatbelt use, and speeding. It also aims to understand the cost and time efficiency of each method and to evaluate potential trade-offs among reliability, productivity, and efficiency., Methods: A total of 150 observational sessions were conducted simultaneously for each risk factor in Mumbai, India, across two rounds of data collection. We matched the simultaneous digital and paper observation periods by date, time, and location, and compared the reliability by subgroups and the productivity using Pearson correlations (r). We also conducted logistic regressions separately by method to understand how similar results of inferential analyses would be. The time to complete an observation and the time to obtain a complete dataset were also compared, as were the total costs in US dollars for fieldwork, data entry, management, and cleaning., Results: Productivity was higher in paper than digital methods in each round for each risk factor. However, the sample sizes across both methods provided a precision of 0.7 percentage points or smaller. The gap between digital and paper data collection productivity narrowed across rounds, with correlations improving from r=0.27-0.49 to 0.89-0.96. Reliability in risk factor proportions was between 0.61 and 0.99, improving between the two rounds for each risk factor. The results of the logistic regressions were also largely comparable between the two methods. Differences in regression results were largely attributable to small sample sizes in some variable levels or random error in variables where the prevalence of the outcome was similar among variable levels. Although data collectors were able to complete an observation using paper more quickly, the digital dataset was available approximately 9 days sooner. Although fixed costs were higher for digital data collection, variable costs were much lower, resulting in a 7.73% (US $3011/38,947) lower overall cost., Conclusions: Our study did not face trade-offs among time efficiency, cost efficiency, statistical reliability, and descriptive comparability when deciding between digital and paper, as digital data collection proved equivalent or superior on these domains in the context of our project. As trade-offs among cost, timeliness, and comparability-and the relative importance of each-could be unique to every data collection project, researchers should carefully consider the questionnaire complexity, target sample size, implementation plan, cost and logistical constraints, and geographical contexts when making the decision between digital and paper., (©Niloufer Taber, Amber Mehmood, Perumal Vedagiri, Shivam Gupta, Rachel Pinto, Abdulgafoor M Bachani. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 22.05.2020.)
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- 2020
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15. Piecing Together: Completing the Early Childhood System Puzzle in the District. White Paper
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DC Action for Children, Bartley, Shana, Lloyd, Adrienne, Dean, Erica, and Abu-Anbar, Ruqiyyah
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Building an early childhood system within the District is similar to efforts taken to complete an intricate puzzle. Imagine having to assemble a 5,000-piece puzzle without access to the box depicting its final image. The puzzle must be constructed without an organized leader by a group of people who speak different languages. Moreover, a significant number of puzzle pieces necessary for the puzzle's completion are nowhere to be found. While tremendous progress has been made on sections of the puzzle, the challenges listed above must be addresses in order to succeed. In order to best position infants, toddlers, and preschoolers to succeed, the District must leverage the collective impact of early childhood programs and initiatives as part of a larger, coordinated system. By synthesizing past and ongoing stakeholder discussions on approaches to creating a strong early childhood system in the District, this white paper highlights three essential infrastructure pieces that are needed to fully assemble this puzzle: (1) Shared Services; (2) Centralized Intake and Referral; and (3) Early Childhood Integrated Data System (ECIDS). These three infrastructure pieces promote quality programs and services; streamline processes, and reduce burdens on providers, families and government agencies. This paper offers nine recommendations relating to these three infrastructure pieces.
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- 2017
16. Examining Part C Exiting Data Variation. White Paper. Version 1.0
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IDEA Data Center (IDC), Westat, Inc., Henson, Jim, Gooden, Caroline, Bernstein, Haidee, Romero, Luis, Colgan, Siobhan, and Finello, Karen
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This white paper explores the variation among Part C exiting categories as reported by the 50 states and Washington, D.C., using 2012-13 exiting data. Examining factors that may contribute to variation can lead to improved Part C exiting data quality within and across states. Examination of the Part C exiting data shows that 8 of the 10 categories (categories 1, 2, 4, 5, 6, 8, 9, and 10) had relatively wider variation among states. The paper investigates state characteristics that may influence exiting data variation, as well as possible strategies for improving data quality. This white paper includes four sections. Part 1 summarizes Part C exiting definitions. Part 2 reviews broad, general trends in exiting data variation. Part 3 examines potential reasons for variation, with possible strategies to improve exiting data quality. Finally, Part 4 summarizes the findings of examination of exiting data variation and highlights key findings for state data personnel. [The IDEA Data Center is one of the centers in the Technical Assistance and Dissemination Network (TA&D Network), funded by the Office of Special Education Programs (OSEP).]
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- 2016
17. Developing Appropriate Workforce Skills for Australia's Emerging Digital Economy: Working Paper
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National Centre for Vocational Education Research (NCVER) (Australia), Gekara, Victor, Molla, Alemayehu, Snell, Darryn, Karanasios, Stan, and Thomas, Amanda
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This working paper is the first publication coming out of a project investigating the role of vocational education and training (VET) in developing digital skills in the Australian workforce, using two sectors as case studies--Transport and Logistics, and Public Safety and Correctional Services. The study employs a mixed method approach, combining both qualitative and quantitative analyses. It involves industry training package content analysis, content extraction and analysis from online job vacancy advertisements, and key industry interviews, as well as a quantitative employer survey. In the online job vacancy analysis, a total of 1,708 job advertisements covering 74 occupations/job titles were analysed to explore digital skills requirements. In addition, a detailed content analysis was conducted of 11 training packages, with a specific focus on the qualifications for these occupations. In this analysis, 758 units of competency were analysed to examine how and the extent to which digital skills provision is embedded into qualifications. Findings showed that only a small number mentioned digital skills as a requirement. The training packages for these industries contained significant digital training content but with the majority of these units of competency occurring as electives. These findings raise questions about whether employers are making assumptions about the digital skills of potential employees.
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- 2017
18. Getting to Better Prep: A State Guide for Teacher Preparation Data Systems. Working Paper
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TNTP
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This report is drafted with state leaders and policy makers in mind, including those who work with or support these education leaders. The information shared in this report will likely be most relevant to states that have either not yet considered a new data system on teacher preparation providers, are only now starting to consider the idea, or are currently embarking on plans to design and implement such a system. This report offers two primary functions to readers. First, it illustrates the benefits of teacher preparation data systems as they have been experienced by states who have them or are building them. It makes the case for this work through "real-life" examples. Second, it offers best practices to help states in moving forward on planning and implementing such systems, drawn from the direct experiences of the featured states. Featured states in this report include: Delaware, Massachusetts, New Jersey, Rhode Island, Illinois, and Louisiana. Each best practice is accompanied by at least one example of how a featured state chose to implement it. Readers should use the best practices offered in this report as a set of guideposts that every state that has done this work believes are critical elements of the process. States should execute each guidepost in the way that is most effective for their own needs. The various examples illustrate how a state could choose to execute the best practice while making clear that states take different approaches to the same practice.
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- 2017
19. Study protocol of a 4- parallel arm, superiority, community based cluster randomized controlled trial comparing paper and e-platform based interventions to improve accuracy of recall of last menstrual period (LMP) dates in rural Bangladesh.
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Salam SS, Ali NB, Rahman AE, Tahsina T, Islam MI, Iqbal A, Hoque DME, Saha SK, and El Arifeen S
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- Adolescent, Adult, Bangladesh, Calendars as Topic, Cluster Analysis, Counseling, Female, Humans, Mobile Applications, Paper, Reproducibility of Results, Research Design, Smartphone, Text Messaging, Young Adult, Community Health Services, Data Collection methods, Menstrual Cycle, Mental Recall, Rural Population statistics & numerical data
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Background: Gestational age (GA) is a key determinant of newborn survival and long-term impairment. Accurate estimation of GA facilitates timely provision of essential interventions to improve maternal and newborn outcomes. Menstrual based dating, ultrasound based dating, and neonatal estimates are the primarily used methods for assessing GA; all of which have some strength and weaknesses that require critical consideration. Last menstrual period (LMP) is simple, low-cost self-reported information, recommended by the World Health Organization for estimating GA but has issues of recall mainly among poorer, less educated women and women with irregular menstruation, undiagnosed abortion, and spotting during early pregnancy. Several studies have noted that about 20-50% of women cannot accurately recall the date of LMP. The goal of this study is therefore to improve recall and reporting of LMP and by doing so increase the accuracy of LMP based GA assessment in a rural population of Bangladesh where antenatal care-seeking, availability and utilization of USG is low., Method: We propose to conduct a 4- parallel arm, superiority, community based cluster randomized controlled trial comparing three interventions to improve recall of GA with a no intervention arm. The interventions include (i) counselling and a paper based calendar (ii) counselling and a cell phone based SMS alert system (iii) counselling and smart-phone application. The trial is being conducted among 3360 adolescent girls and recently married women in Mirzapur sub-district of Bangladesh., Discussion: Enrolment of study participants continued from January 24, 2017 to March 29, 2017. Data collection and intervention implementation is ongoing and will end by February, 2019. Data analysis will measure efficacy of interventions in improving the recall of LMP date among enrolled participants. Results will be reported following CONSORT guideline. The innovative conventional & e-platform based interventions, if successful, can provide substantial evidence to scale-up in a low resource setting where m-Health initiatives are proliferating with active support from all sectors in policy and implementation., Trial Registration: ClinicalTrials.gov NCT02944747 . The trial has been registered before starting enrolment on 24 October 2016.
- Published
- 2018
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20. Benchmarking Alumni Relations in Community Colleges: Findings from a 2015 CASE Survey. CASE White Paper
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Council for Advancement and Support of Education and Paradise, Andrew
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Building on the inaugural survey conducted three years prior, the 2015 CASE Community College Alumni Relations survey collected additional insightful data on staffing, structure, communications, engagement, and fundraising. This white paper features key data on alumni relations programs at community colleges across the United States. The paper compares results from 2015 and 2012 across such areas as the structure, operations and budget for alumni relations, alumni data collection and management, alumni communications and engagement strategy, as well as fundraising activities with alumni. The latest snapshot from community colleges across the United States shows that alumni relations has made progress. Survey questions are appended. [For the prior White Paper, "Benchmarking Alumni Relations in Community Colleges: Findings from a 2012 CASE Survey. CASE White Paper," ED571308.]
- Published
- 2016
21. Content Analysis of the Papers in 2015 High-Impact A-Class SSCI Journals
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Ay, Sule, Sahin, Seyma, Okmen, Burcu, and Incirci, Ayhan
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It was aimed in this study to reveal the general tendency of studies in the field of education by examining the papers in the high-impact A-class SSCI journals, to which qualified papers are accepted from all around the world, in terms of their dependent-independent variables, sample or study groups, research designs, data collection instruments, and data analysis techniques. The descriptive survey model was used in the research. The population of the research was all the journals surveyed in the field of educational sciences by SSCI. The journals and papers examined were selected with the purposive sampling method. 169 papers from six journals were subjected to examination within the scope of the research. Descriptive analysis and content analysis methods were used for analyzing the data. It was consequently seen that the papers used dependent variable of "student" the most which was followed by "teacher." The most studied variable along with "student" was "academic performance." It was found that a quite large number of dependent variables were used in the papers examined. It can be understood that studies on students among all study groups occupied the largest place, which was followed by teachers. It was seen that quantitative data analyses and experimental research studies was addressed more in the papers. Several documents and tests were mostly preferred as data collection instruments. It was noticed that the most used data analysis method was the regression analysis. Finally, some recommendations were developed in accordance with the research results.
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- 2016
22. New Directions in Telecollaborative Research and Practice: Selected Papers from the Second Conference on Telecollaboration in Higher Education
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Research-publishing.net (France), Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, Jager, Sake, Kurek, Malgorzata, O'Rourke, Breffni, and Research-publishing.net (France)
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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.
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- 2016
23. Leveraging Outcomes-Based Funding Policies at the Institutional Level. Lumina Issue Papers
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Lumina Foundation and Cruz, José L.
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Policymakers are moving to outcomes-based funding in an effort to inspire public higher education institutions to drive the transformative change required to expand access, increase graduation rates and contain costs. For outcomes-based funding to have a significant effect on student outcomes, system and institutional leaders must successfully translate these policies into action. In an effort to inform the design, development and implementation of future outcomes-based funding policies, this paper presents a real-time account of how the prospect of outcomes-based funding, and the financial incentives that have been put in place by the state of California and the California State University system, have provided a frame for California State University, Fullerton to engage and mobilize its campus community to improve student outcomes, advance the institution's mission and achieve its strategic goals.
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- 2016
24. Massachusetts Charter Public Schools: Best Practices Using Data to Improve Student Achievement in Holyoke. White Paper No. 143
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Pioneer Institute for Public Policy Research, Center for School Reform and Candal, Cara Stillings
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Holyoke Community Charter School (HCCS) provides high quality educational opportunities to students and families in a city where such opportunities are not widely available. A long waitlist, high lottery subscription, and low attrition rate are all evidence of community demand for the school. Student outcomes that surpass the district of Holyoke attract parents and help to put students on the path to college success. Despite its success, HCCS has been the target of charter critics because of its association with the for-profit educational management organization SABIS. Most critics are focused on the organization's worldwide presence and for-profit status. They are unable to describe the SABIS approach or the extent to which it enables students to succeed. They also have limited or inaccurate information about why schools would choose SABIS. This white paper shines a light on Holyoke Community Charter School and the SABIS-designed systems that the school uses; systems that relate to curriculum, assessments, and the gathering of school level data pertaining to both. Drawing upon school- and state-generated data and interviews with HCCS students and faculty, this cases study describes how SABIS's integrated approach to curriculum, assessment, and data-driven instruction engages students in a way that encourages them to take ownership of their own learning--something rarely seen in schools, especially at the K-8 level.
- Published
- 2016
25. SWIFT Differentiated Technical Assistance. White Paper
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National Center on Schoolwide Inclusive School Reform: The SWIFT Center, McCart, Amy, McSheehan, Michael, Sailor, Wayne, Mitchiner, Melinda, and Quirk, Carol
- Abstract
The Schoolwide Integrated Framework for Transformation (SWIFT) employs six technical assistance (TA) practices that support an initial transformation process while simultaneously building system capacity to sustain and scale up equity-based inclusion in additional schools and districts over time. This paper explains these individual practices and how SWIFT weave them together for improved student outcomes. The practices are referred to as: (1) Visioning; (2) Data Snapshots; (3) Priority and Practice Planning; (4) Resource Mapping and Matching; (5) Transformation Teaming; and (6) Coaching and Facilitation.
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- 2016
26. Quarterly Reporting of Government-Funded Activity to the 2015 National VET Provider Collection. Technical Paper
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National Centre for Vocational Education Research (NCVER) (Australia) and Foley, Paul
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The topic of more frequent and timely vocational education and training (VET) data has been an issue of interest for a number of years. Since 2015, the National Centre for Vocational Education Research (NCVER) has collected and reported data on government-funded students and courses on a quarterly basis. These quarterly data submissions are cumulative and allow additional data to be reported and corrections made to previously submitted data. The first year of quarterly reporting has provided a useful insight into how training activity is reported by the different jurisdictions over a calendar year. This paper presents the results of some initial analysis of that data using the reporting scope that was in place for 2015 reporting, broadly defined as all activity delivered by government providers and government-funded activity delivered by community education and other registered providers.
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- 2016
27. Race and Stratification in College Enrollment over Time. CEPA Working Paper No. 16-14
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Center for Education Policy Analysis (CEPA) at Stanford University, Baker, Rachel, Klasik, Daniel, and Reardon, Sean F.
- Abstract
In this study we examine trends in segregation by race and ethnicity in higher education from 1985 to 2013. We have three key findings. Over the past 30 years, students from different groups have attended college at increasingly similar rates; gaps are decreasing. But these decreases have been driven largely by large increases in minority student enrollment at non-degree granting and two-year colleges. Once we condition on attendance at a degree granting school, we see "increasing" gaps over time. Finally, among only four-year colleges, attendance has been tilted in favor of White students and been relatively unchanged for nearly 30 years. The only exception to this has been for the very few minority students who are able to enroll at the most selective institutions.
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- 2016
28. Massachusetts Charter Public Schools: Best Practices Using Data to Improve Student Achievement in Springfield. White Paper No. 142
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Pioneer Institute for Public Policy Research, Center for School Reform and Candal, Cara Stillings
- Abstract
Recent studies continue to shine light on high-performing charter schools. While Boston-area charter schools--a concentrated group of high-performers--garner more attention than others, many excellent schools outside of Boston have been quietly chipping away at the achievement gap between advantaged and disadvantaged students. One of these schools is the SABIS International Charter School (SICS) in Springfield, MA, a school that has been named a "top high school". What makes SICS a "top school?" It prepares students to persist in college and enables it students, the vast majority of whom are economically disadvantaged, to "perform better than statistical expectations." That is, students at SICS not only outperform their peers in similar schools on standardized tests of achievement, they also embody the idea that "demography is not destiny." Founded in 1995, SICS was among the first charter schools established in Massachusetts. It serves students in grades K-12 and has a clear, two-pronged mission. The first part of the mission is academic: to prepare students for success in college and to be critical thinkers who are intellectually engaged and excited about life-long learning. The second part of the SICS mission is to produce ethical, responsible "citizens of the world"; people who care about their community and are engaged with social issues. To understand how SICS students defy "statistical expectations," it is necessary to understand the SABIS approach to curriculum, instruction, and assessment. This report provides their best practices by data-driven instruction, answers how they meet the demand for better school options, and offers recommendations for struggling schools.
- Published
- 2016
29. With the Design in Mind: 'High School Reform Model Features That Matter in Implementation.' Conference Paper
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National Center on Scaling Up Effective Schools (NCSU) and Shiffman, Catherine Dunn
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This paper proposes a framework for analyzing program design features that seem to matter in implementation. The framework is based on findings from a study conducted by the Consortium for Policy Research in Education (CPRE) between 2004 and 2007 that explored how reform ideas and practices created by five external provider organizations were enacted in a national sample of high schools. Four interrelated design factors are examined: emphasis, level of complexity, approaches to teacher and administrator engagement, and availability of implementation supports. This framework offers a guide for local educators, provider organizations, and researchers to generate questions and collaborate to strengthen implementation and realize program goals.
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- 2015
30. The Monitoring the Future Project after Four Decades: Design and Procedures. Monitoring the Future Occasional Paper Series. Paper 82
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University of Michigan, Institute for Social Research, Bachman, Jerald G., Johnston, Lloyd D., O'Malley, Patrick M., Schulenberg, John E., and Miech, Richard A.
- Abstract
The purpose of this paper is to provide a detailed description of the Monitoring the Future research design, including sampling design, data collection procedures, measurement content, and questionnaire format. This study assesses the changing lifestyles, values, and preferences of American youth on a continuing basis. Each year since 1975, at least 13,000 seniors have participated in the annual survey, which is conducted in some 120 to 140 high schools nationwide. Since 1991, the study's annual surveys also have included surveys of similar nationally representative samples of eighth- and tenth- grade students. In addition, subsamples of seniors from previously participating classes receive follow-up questionnaires by mail each year. [For the objectives and theoretical foundation for the Monitoring the Future Study, see "The Objectives and Theoretical Foundation of the Monitoring the Future Study. Monitoring the Future Occasional Paper Series. Paper 84," ED578426.]
- Published
- 2015
31. The Demand For, and Impact Of, Youth Internships: Evidence from a Randomized Experiment in Yemen. Policy Research Working Paper 7463
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World Bank, McKenzie, David, Assaf, Nabila, and Cusolito, Ana Paula
- Abstract
This paper evaluates a youth internship program in the Republic of Yemen that provided firms with a 50 percent subsidy to hire recent graduates of universities and vocational schools. The first round of the program took place in 2014 and required both firms and youth to apply for the program. The paper examines the demand for such a program, and finds that in the context of an economy facing substantial political and economic uncertainty, it appears there is an oversupply of graduates in science, technology, engineering, and mathematics, and a relative undersupply of graduates in marketing and business. Conditional on the types of graduates firms were looking to hire as interns, applicants were then randomly chosen for the program. Receiving an internship resulted in an almost doubling of work experience in 2014, and a 73 percent increase in income during this period compared with the control group. A short-term follow-up survey conducted just as civil conflict was breaking out shows that internship recipients had better employment outcomes than the control group in the first five months after the program ended. Appended are: (1) Timeline; and (2) Pooled Estimates.
- Published
- 2015
32. Evaluating Progress: State Education Agencies and the Implementation of New Teacher Evaluation Systems. White Paper. WP #2015-09
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Consortium for Policy Research in Education and McGuinn, Patrick
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In a 2012 paper for the Center for American Progress, "The State of Evaluation Reform," Patrick McGuinn (Drew University) identified the opportunities and challenges facing education agencies in Race to the Top (RTTT) grant-winning states as they prepared for the implementation of new teacher evaluation systems. The 2012 study undertook in-depth comparative case studies of six states: Tennessee, Colorado, Delaware, New Jersey, Rhode Island, and Pennsylvania. For this paper the individuals interviewed in those states two years ago (or their replacements if necessary) were re-interviewed to understand how and why their efforts differ today. By analyzing state implementation efforts at two different points in time, the new study utilizes a longitudinal qualitative approach that can reveal the extent to which states are learning and adapting in this work over time. Rather than the detailed state case studies of State Education Agency (SEA) implementation work provided in the 2012 paper, this report uses a more thematic approach that will synthesize the lessons that have emerged from the field. This paper serves 2 purposes: (1) To provide a snapshot in time (Jan 2015) of SEA implementation efforts around new teacher evaluation systems; and (2) To contrast more recent implementation efforts with those two years earlier to understand the ways in which SEAs have (and have not) learned and adapted their implementation work over time. More specifically, the paper will address the following questions: What kinds of capacity--financial, personnel, technical--have SEAs added to support the implementation of new teacher evaluation systems? What kind of capacity is still lacking? How rapidly and how effectively are states implementing their new teacher evaluation systems? Why do some states appear to be having more success/smoother implementation than others? How are states approaching this implementation work differently from one another--do some approaches appear to be more or less effective than others? What challenges are emerging and how are states addressing these? What lessons can be learned from these "early adopter" states that can inform teacher evaluation reform in the rest of the country? How are states approaching the training of evaluators and the principals and teachers who are supposed to use the evaluations to improve personnel decisions and classroom instruction? How well are new teacher evaluation systems being aligned with other reforms such as the move to Common Core and new assessments? How are states dealing with the challenge of measuring student achievement in non-tested subjects? The following is appended: Interviews Conducted As Part of Research.
- Published
- 2015
33. A comparison of smartphone and paper data-collection tools in the Burden of Obstructive Lung Disease (BOLD) study in Gezira state, Sudan.
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Ahmed R, Robinson R, Elsony A, Thomson R, Squire SB, Malmborg R, Burney P, and Mortimer K
- Subjects
- Adolescent, Adult, Aged, Cross-Sectional Studies, Electronic Health Records, Feasibility Studies, Female, Forms and Records Control, Humans, Male, Middle Aged, Observer Variation, Paper, Pilot Projects, Random Allocation, Rural Population, Sampling Studies, Smoking epidemiology, Sudan epidemiology, Symptom Assessment, Young Adult, Data Collection methods, Lung Diseases, Obstructive epidemiology, Medical History Taking methods, Medical Records, Smartphone, Surveys and Questionnaires
- Abstract
Introduction: Data collection using paper-based questionnaires can be time consuming and return errors affect data accuracy, completeness, and information quality in health surveys. We compared smartphone and paper-based data collection systems in the Burden of Obstructive Lung Disease (BOLD) study in rural Sudan., Methods: This exploratory pilot study was designed to run in parallel with the cross-sectional household survey. The Open Data Kit was used to programme questionnaires in Arabic into smartphones. We included 100 study participants (83% women; median age = 41.5 ± 16.4 years) from the BOLD study from 3 rural villages in East-Gezira and Kamleen localities of Gezira state, Sudan. Questionnaire data were collected using smartphone and paper-based technologies simultaneously. We used Kappa statistics and inter-rater class coefficient to test agreement between the two methods., Results: Symptoms reported included cough (24%), phlegm (15%), wheezing (17%), and shortness of breath (18%). One in five were or had been cigarette smokers. The two data collection methods varied between perfect to slight agreement across the 204 variables evaluated (Kappa varied between 1.00 and 0.02 and inter-rater coefficient between 1.00 and -0.12). Errors were most commonly seen with paper questionnaires (83% of errors seen) vs smartphones (17% of errors seen) administered questionnaires with questions with complex skip-patterns being a major source of errors in paper questionnaires. Automated checks and validations in smartphone-administered questionnaires avoided skip-pattern related errors. Incomplete and inconsistent records were more likely seen on paper questionnaires., Conclusion: Compared to paper-based data collection, smartphone technology worked well for data collection in the study, which was conducted in a challenging rural environment in Sudan. This approach provided timely, quality data with fewer errors and inconsistencies compared to paper-based data collection. We recommend this method for future BOLD studies and other population-based studies in similar settings.
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- 2018
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34. Paper- or Web-Based Questionnaire Invitations as a Method for Data Collection: Cross-Sectional Comparative Study of Differences in Response Rate, Completeness of Data, and Financial Cost.
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Ebert JF, Huibers L, Christensen B, and Christensen MB
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- Adult, Child, Preschool, Cross-Sectional Studies, Female, Humans, Infant, Infant, Newborn, Internet, Male, Middle Aged, Paper, Surveys and Questionnaires, Young Adult, Data Collection methods, Health Services Research economics
- Abstract
Background: Paper questionnaires have traditionally been the first choice for data collection in research. However, declining response rates over the past decade have increased the risk of selection bias in cross-sectional studies. The growing use of the Internet offers new ways of collecting data, but trials using Web-based questionnaires have so far seen mixed results. A secure, online digital mailbox (e-Boks) linked to a civil registration number became mandatory for all Danish citizens in 2014 (exemption granted only in extraordinary cases). Approximately 89% of the Danish population have a digital mailbox, which is used for correspondence with public authorities., Objective: We aimed to compare response rates, completeness of data, and financial costs for different invitation methods: traditional surface mail and digital mail., Methods: We designed a cross-sectional comparative study. An invitation to participate in a survey on help-seeking behavior in out-of-hours care was sent to two groups of randomly selected citizens from age groups 30-39 and 50-59 years and parents to those aged 0-4 years using either traditional surface mail (paper group) or digital mail sent to a secure online mailbox (digital group). Costs per respondent were measured by adding up all costs for handling, dispatch, printing, and work salary and then dividing the total figure by the number of respondents. Data completeness was assessed by comparing the number of missing values between the two methods. Socioeconomic variables (age, gender, family income, education duration, immigrant status, and job status) were compared both between respondents and nonrespondents and within these groups to evaluate the degree of selection bias., Results: A total 3600 citizens were invited in each group; 1303 (36.29%) responded to the digital invitation and 1653 (45.99%) to the paper invitation (difference 9.66%, 95% CI 7.40-11.92). The costs were €1.51 per respondent for the digital group and €15.67 for paper group respondents. Paper questionnaires generally had more missing values; this was significant in five of 17 variables (P<.05). Substantial differences were found in the socioeconomic variables between respondents and nonrespondents, whereas only minor differences were seen within the groups of respondents and nonrespondents., Conclusions: Although we found lower response rates for Web-based invitations, this solution was more cost-effective (by a factor of 10) and had slightly lower numbers of missing values than questionnaires sent with paper invitations. Analyses of socioeconomic variables showed almost no difference between nonrespondents in both groups, which could imply that the lower response rate in the digital group does not necessarily increase the level of selection bias. Invitations to questionnaire studies via digital mail may be an excellent option for collecting research data in the future. This study may serve as the foundational pillar of digital data collection in health care research in Scandinavia and other countries considering implementing similar systems., (©Jonas Fynboe Ebert, Linda Huibers, Bo Christensen, Morten Bondo Christensen. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 23.01.2018.)
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- 2018
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35. A Framework for Higher Education Labor Market Alignment: Lessons and Future Directions in the Development of Jobs--Driven Strategies. Working Paper
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Rutgers, The State University of New Jersey, John J. Heldrich Center for Workforce Development, Cleary, Jennifer, and Van Noy, Michelle
- Abstract
The Great Recession and several other factors have heightened concerns among policymakers and the public at large about higher education's role in employment, leading to a renewed wave of pressures, policies, and incentives to create job-driven strategies at all levels. Policymakers and the public often assume that aligning higher education with the labor market is a simple effort, an act of engineering. However, alignment is a complex endeavor involving numerous stakeholders. And, scant evidence exists to link job-driven strategies to outcomes and to provide concrete guidance on how to effectively approach higher education-labor market alignment (LMA). This paper provides a framework for understanding LMA efforts across postsecondary education, providing a common language and key insights for practitioners, policymakers, and researchers to develop better policies and practices. Further, this paper assesses what is known based on current research and practice on LMA to provide guidance on moving from policy to action, as well as charting out priorities to future research to guide ongoing LMA efforts.
- Published
- 2014
36. Agreement Among Paper and Electronic Modes of the EQ-5D-5L.
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Lundy JJ, Coons SJ, Flood E, and Patel MJ
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- Adult, Aged, Aged, 80 and over, Computers, Handheld standards, Cross-Over Studies, Female, Humans, Male, Middle Aged, Psychometrics, Quality of Life, Reproducibility of Results, Telephone standards, Young Adult, Data Collection methods, Data Collection standards, Surveys and Questionnaires standards
- Abstract
Introduction: While the EQ-5D-5L has been migrated to several electronic modes, evidence supporting the measurement equivalence of the original paper-based instrument to the electronic modes is limited., Objectives: This study was designed to comprehensively examine the equivalence of the paper and electronic modes (i.e., handheld, tablet, interactive voice response [IVR], and web)., Methods: As part of the foundational work for this study, the test-retest reliability of the paper-based, UK English format of the EQ-5D-5L was assessed using a single-group, single-visit, two-period, repeated-measures design. To compare paper and electronic modes, three independent samples were recruited into a three-period crossover study. Each participant was assigned to one of six groups to account for order effects. Descriptive statistics, mean differences (i.e., split-plot analysis of variance [ANOVA]), and intraclass correlation coefficients (ICCs) were calculated., Results: The test-retest results showed mean differences near zero and ICC values > 0.90 for both the index and the EQ VAS scores. For the electronic comparisons, mean difference confidence intervals (CIs) for the EQ-5D index scores and EQ VAS scores reflected equivalence of the means across all modes, as the CIs were wholly contained inside the equivalence interval. Further, the ICC 95% lower CIs for the index and EQ VAS scores showed values above the thresholds for denoting equivalence across all comparisons in each sample. No significant mode-by-order interactions were present in any ANOVA model., Conclusions: Overall, our comparisons of the paper, screen-based, and phone-based formats of the EQ-5D-5L provided substantial evidence to support the measurement equivalence of these modes of data collection.
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- 2020
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37. Comparing web-based versus face-to-face and paper-and-pencil questionnaire data collected through two Belgian health surveys.
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Braekman E, Charafeddine R, Demarest S, Drieskens S, Berete F, Gisle L, Van der Heyden J, and Van Hal G
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- Adult, Aged, Aged, 80 and over, Belgium, Female, Humans, Logistic Models, Male, Middle Aged, Data Collection methods, Data Collection statistics & numerical data, Health Surveys methods, Health Surveys statistics & numerical data, Internet, Surveys and Questionnaires statistics & numerical data, Writing
- Abstract
Objectives: Using the European Health Interview Survey (EHIS) questionnaire, a web-based survey was organized alongside a face-to-face (F2F) survey including a paper-and-pencil (P&P) questionnaire for sensitive topics. Associated with these different modes, other design features varied too (e.g., recruitment, incentives, sampling). We assessed whether these whole data collection systems developed around the modes produced equivalent health estimates., Methods: Data were obtained from two population-based surveys: the EHISWEB (web-administered, n = 1010) and the Belgian Health Interview Survey 2018 (BHIS2018) (interviewer-administered, n = 2748). Logistic regression analyses were used to assess mode system differences while adjusting for socio-demographic differences in the net samples., Results: For the P&P mode of the BHIS, significant mode system differences were detected for 2 of the 9 health indicators. Among the indicators collected via the F2F mode, 9 of the 18 indicators showed significant differences., Conclusions: Indicators collected via the web-based and P&P self-administered modes were generally more comparable than indicators collected via the web-based and F2F mode. Furthermore, fewer differences were detected for indicators based on simple and factual questions compared to indicators based on subjective or complex questions.
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- 2020
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38. Content and Organization of a Scientific Paper
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Carraway, Leslie N.
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- 2007
39. Information Management and Composing: Reassessing Our Research Paper Protocols.
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White, Fred D.
- Abstract
The term "research paper," in the sense of researched paper, is a tautology: all expository discourses are researched in some way. One of the first duties of writing instructors is to help students see the difference between reporting on information that already exists about a topic, in what is sometimes referred to as a "library paper," and using information as evidence to support a claim or to illustrate a generalization. But how does the writing instructor teach students to use information effectively in support of an original thesis? Students need to learn how to extract information selectively, then learn to manage what they have selected. Three ways that students can be taught to manage information would be as follows. First, instructors should eliminate the use of generic terms such as "comparison essay," or "pro-con essay" and instead speak of the paper in reader-based terms, as something that has contextualized aims. Rather than have students mechanically "narrow a topic," shift to real and urgent issues; the topic will narrow itself once the student apprehends the presence of an issue that matters. Secondly, instructors should help students to become immersed in their issue through reading and field research. Linda Flower offers 9 steps for problem-solving strategies that can be helpful. Third, instructors should call attention to the kinds of information to be managed and suggest particular strategies for managing them. (TB)
- Published
- 1995
40. Graduate Student Investigator: Best Practices for Human Research Protections within Online Graduate Research
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Robin Throne, Michalina Hendon, and James Kozinski
- Abstract
This paper presents the best practices used by institutional review boards (IRBs) and human research protections programs (HRPPs) to prepare online graduate student investigators for human research protections specific to research within online graduate degree programs or where research supervisors are not proximal to graduate student investigators and their research protocols. In recent years, advances in artificial intelligence (AI), machine learning (ML), and other data mining/scraping forms have adversely impacted individual privacy and the unintended sharing of personally identifiable information (PII). With this growth of ubiquitous digital technologies, such as AI, ML, and data mining/scraping, used across online graduate degree programs, specialized training and preparation are needed to best prepare graduate student researchers for human research protections involving data with PII. Implications for IRBs and HRPPs are also addressed in this rapidly evolving climate, with recommendations for the design of online graduate degree programs that include graduate research and the best strategies to prepare online graduate student investigators for human research protections. [This paper was published in: "1st Annual Virtual Fall National Conference on Creativity, Innovation, and Technology (NCCiT) Proceedings," November 15-16, 2023, pp. 84-108.]
- Published
- 2023
41. Benchmarking Alumni Relations in Community Colleges: Findings from a 2012 CASE Survey. CASE White Paper
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Council for Advancement and Support of Education, Paradise, Andrew, and Heaton, Paul
- Abstract
In 2011, CASE founded the Center for Community College Advancement to provide training and resources to help community colleges build and sustain effective fundraising, alumni relations and communications and marketing programs. This white paper summarizes the results of a groundbreaking survey on alumni relations programs at community colleges across the United States and Canada. The purpose of the survey was to help community college staff members benchmark their experiences and programs in alumni relations with their peers. The survey was conducted by the CASE research office in conjunction with CASE's Center for Community College Advancement. Survey questions are appended. [For the follow up White Paper, "Benchmarking Alumni Relations in Community Colleges: Findings from a 2015 CASE Survey. CASE White Paper," see ED571307.]
- Published
- 2013
42. Continuous Improvement in Education. Advancing Teaching--Improving Learning. White Paper
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Carnegie Foundation for the Advancement of Teaching, Park, Sandra, Hironaka, Stephanie, Carver, Penny, and Nordstrum, Lee
- Abstract
In recent years, "continuous improvement" has become a popular catchphrase in the field of education. However, while continuous improvement has become commonplace and well-documented in other industries, such as healthcare and manufacturing, little is known about how this work has manifested itself in education. This white paper attempts to map the landscape of this terrain by identifying and describing organizations engaged in continuous improvement, and by highlighting commonalities and differences among them. The findings classify three types of organizations engaged in continuous improvement: those focused on instructional improvement at the classroom level; those concentrating on system-wide improvement; and those addressing collective impact. Each type is described in turn and illustrated by an organizational case study. Through the analysis, six common themes that characterize all three types of organizations (e.g., leadership and strategy, communication and engagement, organizational infrastructure, methodology, data collection and analysis, and building capacity) are enumerated. This white paper makes four concluding observations. First, the three case studies provide evidence of organizations conducting continuous improvement work in the field of education, albeit at different levels and in different ways. Second, entry points to continuous improvement work are not mutually exclusive, but are nested and, hence, mutually informative and comparative. Third, continuous improvement is not synonymous with improving all organizational processes simultaneously; rather, research and learning cycles are iterative and gradual in nature. Fourth, despite being both iterative and gradual, it is imperative that improvement work is planned and undertaken in a rigorous, thoughtful, and transparent fashion. The following are appended: (1) Selected Continuous Improvement Methodologies; (2) Baldrige Education Criteria for Performance Excellence Framework; (3) Examples of Improvement Artifacts from the School District of Menomonee Falls, Wisconsin; (4) Examples of Improvement Artifacts from Montgomery County Public Schools, Maryland; and (5) Examples of Improvement Artifacts from Strive Partnership Cincinnati.
- Published
- 2013
43. Collecting 'Total' Vocational Education and Training Activity. Position Paper
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National Centre for Vocational Education Research and Karmel, Tom
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In this position paper, NCVER's Managing Director, Dr Tom Karmel, argues that the submission of vocational education and training student data should be mandated as a condition of registration for all registered training organisations, including private providers. This will ensure a comprehensive data collection that gives a realistic view of training activity occurring within the sector, which is essential for informing public policy, ensuring quality assurance and providing accurate information to potential students. However, he notes that the process needs to be as painless as possible.
- Published
- 2011
44. Title I and Early Childhood Programs: A Look at Investments in the NCLB Era. CLASP Child Care and Early Education Series. Policy Paper No. 2
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Center for Law and Social Policy, Washington, DC., Ewen, Danielle, and Matthews, Hannah
- Abstract
This paper explores the range of ways in which school districts are using Title I funds for early education through kindergarten and examines how the implementation of No Child Left Behind (NCLB) has impacted those investments. It also makes recommendations for local education agencies (LEAs) interested in creating Title I-funded early education programs or thinking about how to sustain such investments in the face of policy and funding challenges. The Center for Law and Social Policy (CLASP) spent more than two years examining strategies to encourage and sustain Title I investments in high-quality early education programs in local communities. Building on research and analysis in "Missed Opportunities? The Possibilities and Challenges of Funding High-Quality Preschool through Title I of the No Child Left Behind Act", the Center conducted Web-based research to identify promising models, review local policies and documents, and find local policymakers to interview. Staff also used ongoing conversations with early education administrators to identify more than 100 schools and districts with some history of using Title I for early education programs. CLASP conducted interviews with more than 30 states and districts, including districts with increasing Title I allocations and others with decreasing allocations, and districts in states with a history of investments in pre-kindergarten and others in states without such a history, using a survey protocol developed to understand how schools and districts are using Title I for early education, the history of these investments, and the barriers and flexibility in the law. CLASP interviewed state and local Title I directors, early childhood directors, and district superintendents and, where possible, collected financial information on Title I early education investments. This paper discusses: (1) Federal and state funding for early education; (2) Opportunity of Title I funding for early education; (3) Story behind Title I investments in early education, through illustrations of a range of models from school districts; (4) How NCLB is impacting Title I investments in early education; and (5) Recommendations for LEAs. The report concludes that using Title I funds for early education is not a new idea: many schools and districts have been using these funds to invest in young children for decades. Although accountability requirements of NCLB have created new challenges to sustaining or expanding those investments, NCLB also offers an opportunity and an incentive to support the nation's youngest students. Many LEAs are committed to supporting early education, and several openings and strategies exist that may enable LEAs to take advantage of the flexibility of Title I funds to use them to support early education and to support broad educational goals. There is, however, emerging evidence that the requirements of NCLB and the limited funding available are putting district policymakers in the difficult position of defunding successful early childhood programs. In addition to actions that LEAs can take, the report advocates that there are also ways in which NCLB could be improved to support high-quality early education. CLASP has issued a set of federal recommendations for reauthorization of NCLB. They include: (1) Improved data collection; (2) Enhanced language on transitions between community-based early childhood programs and local schools; (3) Sustaining and supporting local flexibility in use of funds for discretionary purposes; (4) Ensuring that joint professional development opportunities are available to build knowledge of child development and appropriate practices with English language learners (ELLs); (5) Encouraging state education agencies (SEAs) to use set-aside funds to promote and support early childhood programs at the local level; and (6) Increased funding. A long-term strategy to successfully create and sustain sound investments in young children will take efforts and strong leadership at all levels. (Contains 88 endnotes.) [For "Missed Opportunities? The Possibilities and Challenges of Funding High-Quality Preschool through Title I of the No Child Left Behind Act", see ED484650.]
- Published
- 2007
45. Analysis of erroneous data entries in paper based and electronic data collection.
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Ley B, Rijal KR, Marfurt J, Adhikari NR, Banjara MR, Shrestha UT, Thriemer K, Price RN, and Ghimire P
- Subjects
- Biomedical Research methods, Biomedical Research standards, Data Collection methods, Data Collection standards, Electronic Health Records standards, Humans, Nepal, Publications standards, Reproducibility of Results, Surveys and Questionnaires standards, Surveys and Questionnaires statistics & numerical data, Text Messaging standards, Text Messaging statistics & numerical data, Biomedical Research statistics & numerical data, Data Collection statistics & numerical data, Electronic Health Records statistics & numerical data, Publications statistics & numerical data
- Abstract
Objective: Electronic data collection (EDC) has become a suitable alternative to paper based data collection (PBDC) in biomedical research even in resource poor settings. During a survey in Nepal, data were collected using both systems and data entry errors compared between both methods. Collected data were checked for completeness, values outside of realistic ranges, internal logic and date variables for reasonable time frames. Variables were grouped into 5 categories and the number of discordant entries were compared between both systems, overall and per variable category., Results: Data from 52 variables collected from 358 participants were available. Discrepancies between both data sets were found in 12.6% of all entries (2352/18,616). Differences between data points were identified in 18.0% (643/3580) of continuous variables, 15.8% of time variables (113/716), 13.0% of date variables (140/1074), 12.0% of text variables (86/716), and 10.9% of categorical variables (1370/12,530). Overall 64% (1499/2352) of all discrepancies were due to data omissions, 76.6% (1148/1499) of missing entries were among categorical data. Omissions in PBDC (n = 1002) were twice as frequent as in EDC (n = 497, p < 0.001). Data omissions, specifically among categorical variables were identified as the greatest source of error. If designed accordingly, EDC can address this short fall effectively.
- Published
- 2019
- Full Text
- View/download PDF
46. PROM Validation Using Paper-Based or Online Surveys: Data Collection Methods Affect the Sociodemographic and Health Profile of the Sample.
- Author
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Rowen D, Carlton J, and Elliott J
- Subjects
- Adolescent, Adult, Aged, Aged, 80 and over, Data Collection standards, Diabetes Mellitus therapy, Diabetes Mellitus, Type 1 epidemiology, Diabetes Mellitus, Type 1 therapy, Diabetes Mellitus, Type 2 epidemiology, Diet, Female, Humans, Internet, Longitudinal Studies, Male, Middle Aged, Postal Service, Quality of Life, Self-Management, Sex Factors, State Medicine, Surveys and Questionnaires standards, United Kingdom, Young Adult, Data Collection methods, Diabetes Mellitus epidemiology, Health Status, Patient Reported Outcome Measures, Socioeconomic Factors
- Abstract
Objective: This study examines the impact of data collection method on the sociodemographic and health profile of samples of people with diabetes who complete either an online or postal patient-reported outcome measure (PROM) validation survey., Methods: A longitudinal survey of people with diabetes was conducted using online and postal survey versions. The survey consisted of sociodemographic and health questions, a health and self-management PROM (Health and Self-Management in Diabetes [HASMID]), and 5-level version of EQ-5D. Dose adjustment for normal eating Online, Diabetes UK, and social media were used to recruit online survey participants. A panel of patients at a local National Health Service Trust was randomly allocated to participate in either survey version (two-thirds to postal version). Participants were asked to complete the survey again approximately 3 months later., Results: A total of 2784 participants completed the survey (1908 online, 876 postal). The samples (online versus postal) differed; the online sample was younger, with a larger proportion of women and respondents with type 1 diabetes. There were significant differences in sociodemographic characteristics by type of diabetes across data collection mode. The proportion of respondents who responded again at point 2 was higher in the postal sample (525 postal, 698 online)., Conclusion: The sociodemographic and health profile of samples of people with diabetes differed depending on whether they completed the online or postal survey. Differences are likely due to different recruitment methods and differences in those choosing to respond to different survey versions. Future PROM validation surveys should select data collection methods carefully because these can affect sample characteristics and results., (Copyright © 2019 ISPOR–The Professional Society for Health Economics and Outcomes Research. Published by Elsevier Inc. All rights reserved.)
- Published
- 2019
- Full Text
- View/download PDF
47. Review of the AVETMIS Standard for VET Providers: Outcomes from the Discussion Paper
- Author
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National Centre for Vocational Education Research
- Abstract
This document provides a summary of feedback from the discussion paper for the Review of the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for vocational education and training (VET) providers (hereafter, the Standard). The discussion paper provided opportunities to gather feedback on a range of issues. Based on this feedback, some issues will not be pursued; however, in most cases further investigation is required before final recommendations can be made. This report gives an overview of the process to date and areas where the National Centre for Vocational Education Research (NCVER) will undertake further work on the Standard. (Contains 2 tables and 1 figure.) [For the related report, "Review of the AVETMIS Standard for VET Providers: Discussion Paper", see ED510700.]
- Published
- 2010
48. Measurement of High School Equivalency Credentials in Census Bureau Surveys. SEHSD Working Paper Number 2012-3
- Author
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US Census Bureau, Crissey, Sarah R., and Bauman, Kurt J.
- Abstract
The Census Bureau has historically grouped high school diploma holders along with those who hold "high school equivalent" credentials. Among these is the credential earned through successfully passing the General Education Development (GED) test. Interest in identifying those with GEDs has recently increased, in part from debate within the academic and federal statistical communities about the inclusion of high school equivalency degrees in the calculations of high school graduation, and because of the increasing concern that equivalency degrees are not truly equivalent in terms of labor market value and as a basis for future educational attainment (Heckman and LaFontaine, 2010; Murnane, Willett, and Tyler, 2000; Clark and Jaeger, 2006; Michel and Roy, 2006; Boesel, Alsalam, and Smith, 1998; Cameron and Heckman, 1993). This paper outlines the ways that the Census Bureau captures persons with alternative high school credentials, provides estimates of prevalence based on these different methods, compares these estimates to administrative records, and reviews the Census Bureau studies on the relative reliability of survey items on high school credentials. Appended are: (1) Question Wording for Surveys; and (2) Memo on GED Data Collection in Basic CPS 2007 to Present. (Contains 2 tables, 1 figure and 7 footnotes.)
- Published
- 2012
49. Colorado Education: Looking to the Future. A Discussion Paper Prepared for the Colorado State Board of Education
- Author
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Colorado State Dept. of Education, Denver.
- Abstract
In seeking a better match-up between the mission and the resources of the Colorado Department of Education (CDE), its senior leadership has not only been examining their own responsibility areas, but also the entire Department and how its highly varied components fit together. The starting point for this discussion paper was the State Board of Education's (SBE) Strategic Plan, which is the most global and coherent expression of the SBE/CDE mission. The other key reference point was the annual CDE budget, which comprehensively describes the resource allocation and is the foundation of annual dialogs with both the Executive and Legislative branches over both money and mission. The overview section of this paper examines perspectives on higher education, noting that those in K-12 must also have an understanding of post-secondary education realities. The succeeding sections--"Six Themes"--provides reflections on topics that recur in CBE's meetings and discussions about its work. The six themes are: (1) Prioritizing School Finance: Change in a Constant Cost Environment; (2) Early Childhood: The Unknown Imperative; (3) Literacy: Without Which Little Else Matters; (4) Choice: The Unfolding Revolution; (5) Data and Accountability: A Continuum; and (6) Focus, Intensity, and the Achievement Gap. The final section, "CDE: As We Are and As We Might Better Be," is a status report on the ongoing efforts to bring the mission and resources of CDE into the most realistic and productive relationship possible. An overarching purpose of this paper is to strongly resist the tendency to discuss mission and resources separately. In so doing, this discussion paper intends to bring clarity, strength, and renewed energy to CBE's role in charting a brighter course for the children of Colorado.
- Published
- 2006
50. Commentary: The Focus Group in Nursing Research: A Suitable Method or the Latest Trend? An Argumentative Paper
- Author
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Eman Harb and Hanan AL Obieat
- Subjects
focus group ,interview ,data collection ,Nursing ,RT1-120 - Published
- 2024
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